Reflective Power: Boosting Boys’ Metacognition Through Peer Feedback Loops

  • Boy Voice and Choice (2019-20)

Through my action research, I have come to understand that metacognition can be described as the capacity to reflect on and then manage one’s thinking to reach a desired goal. I wanted to investigate the hypothesis that students’ metacognitive skills of planning, monitoring and evaluating their performance in the classroom can be enhanced through cycles of feedback and reflection. Therefore, my research focused on how peer-provided feedback and self-reflection might develop boys’ sense of agency, empowering them to take control of their learning.